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Exam Code: AD0-E102 Practice exam 2022 by team
AD0-E102 Adobe Experience Manager Business Practitioner (AEM)

AEM Business Practitioner General ExamInformation
• exam name: AEM Business Practitioner Exam
• exam number: AD0-E102
• Number of questions: 50
• Time limit: 80 minutes
• Format: multiple choice, multiple select
• Language offered: English
• Delivery: online proctored (requires camera access) or Exam Center proctored
• Passing score: All Adobe exams are reported on a scale of 300 to 700.

An Adobe Certified Expert demonstrates expertise in helping clients realize value in an Adobe solution. Adobe's certification exams follow industry-accepted procedures to ensure validity and reliability. We work with industry experts to create our exams, which represent real-world requirements andobjectives for the job roles we certify.

The AEM Business Practitioner Role
At a minimum, the Adobe-certified AEM Business Practitioner has experience with AEM features and capabilities needed to engage developers to find business solutions, a deep insight into modules such as Sites, Assets, and Forms, and an understanding of what modules are present and be able to recommend Adobe Experience Cloud solutions to meet business needs.
It is recommended that the candidate has at least two years of relevant field experience before testing.

The minimally-qualified AEM Business Practitioner should be ableto perform the following tasks without any assistance:
• Understand the capabilities provided by out-of-the-box components available in AEM (what can and cannot be done), and when customer development is needed
• Use the AEM Content Management Systems (CMS)
• Use AEM to manage Digital Assets
• Use Experience Fragments
• Understand and participate in workflows
• Analyze business needs to identify a solution
• Create business requirements documents that developers can use in the creation of an AEM website
• Describe all the mobile capabilities of AEM (e.g., content services and responsive web design)

Domain Percent of Exam
Education 16%
Architecture 26%
Business Analysis 48%
Solution 10%

• List relevant AEM features and capabilities
• Recommend how to leverage AEM features to meet business needs
• Apply procedural concepts necessary to conduct training for authors
• Recommend an Information Architecture that leverages AEM Standard Features to meet business needs
• Describe how AEM integrates with third-party services
• Define roles and rights
• Describe caching approaches
Business Analysis
• Map standard modules of AEM to different business problems for the customer
• Apply content management concepts for AEM modules
• Identify typical project stakeholders
• Apply procedural concepts necessary to support collaboration of all parties involved
• Determine how to meet the core business goals while remaining within budget and/or scope
• Determine how questions from developers should be answered with respect to the business goals
• Determine how to configure and use content components to show best practices of AEM
• Verify the correct implementation of features, and locate and describe occurring errors

• Manage and Deliver Digital Assets Using Adobe Experience Manager
• Create and Manage Correspondence using Adobe Experience Manager
• Design Adaptive Forms Using Adobe Experience Manager
• Create Web Experiences Using Adobe Experience Manager
• Develop Multilingual and Multinational Sites in Adobe Experience Manager
• What's New in AEM 6.4
• What's New in AEM 6.4 – Custom

Learning Aid
• Experience Manager Sites 6.4 Administering User Guide
• Experience Manager Sites 6.3 Deploying User Guide
• Experience Manager Dispatcher User Guide
• AEM Sites Implementation Guide
• Experience Manager 6.4 AEM Communities User Guide
• AEM Assets Discovery Checklist
• Experience Manager Sites 6.4 Developing User Guide
• Experience Manager Sites 6.4 Authoring User Guide
• Experience Manager 6.4 Assets User Guide
• Experience Manager 6.4 Forms User Guide
• AEM Assets 6.3 Implementation Guide

Adobe Experience Manager Business Practitioner (AEM)
Adobe Practitioner learner
Killexams : Adobe Practitioner learner - BingNews Search results Killexams : Adobe Practitioner learner - BingNews Killexams : 5 Ways Teachers Can Collaborate to Support English Learners

When it comes to providing English learners with an equitable education, some researchers point to the need for more-strategic collaboration between general classroom and content teachers and multilingual specialists.

About 10 percent of all public school students were classified as English learners in 2019. While only 2 percent of all public school teachers teach English as a Second Language as their main assignment, 64 percent of all public school teachers have at least one English learner in their class, according to the latest federal data available , which is from the 2017-18 school year.

At the Sept. 28 to 30 conference of the WIDA consortium—which offers language assessments for English learners in 36 states, several U.S. territories, and federal agencies such as the Bureau of Indian Education—tips and tricks were shared on how to best meet the needs of this growing student population, including the call for collaboration among educators.

Andrea Honigsfeld, a professor of teacher education for teachers of English to speakers of other languages, or TESOL, at Molloy University in New York, and Valentina Gonzalez, an educational consultant and author for Seidlitz Education, a consulting group for those working with multilingual learners, presented actionable practices that teachers can use when working with English learners and multilingual specialists in their districts.

The hope is that if all educators in a district view multilingual learners as their students, rather than just the responsibility of specialists or an add-on to their already packed workload, it prevents marginalization of these students and benefits teachers as well.

“When we collaborate with one another, we’re reducing the workload we have,” Gonzalez said.

The co-presenters shared the following five key strategies to bring about effective collaboration.

Collaborative planning

Collaboration starts at planning meetings. Schools should create opportunities for at least a weekly common planning time where grade-level teams at the elementary level, or content-area specialists at the secondary level, can work together with the English language development team or specialists. They would examine the curriculum and plan out how they will scaffold and differentiate instruction for multilingual learners and others who need the extra support, Honigsfeld said.

In an ideal world, she added, administrators would set up two of these weekly planning periods so that one could be a larger group or team meeting to focus on questions such as what are the curricular goals and grade-level standards. The second meeting would dive deeper into students’ individual and group needs.

Questions in these collaborative planning meetings should also consider: what type of academic language and literacy opportunities are embedded in the lesson; how can teachers ensure all students can be successful and participate fully; and how to use scaffolding to ensure students understand the content while being appropriately challenged.

Intentional partnership building

At some point during the school week there may be teachers who are doing exemplary work when it comes to supporting multilingual learners alongside their peers and others who are still learning what strategies work best. This is where educators can intentionally build bridges by, for example, inviting colleagues to visit during certain class periods to either observe or offer feedback, Honigsfeld said.

“Many seasoned teachers might have started out their careers with the notion of ‘my classroom, my kids, I close the door and behind the door it’s my way of reaching these students,’ ” Honigsfeld said. “And with the best of intentions, we’re creating silos or pockets of excellence.”

In cases of resistance to such partnerships or to partnerships with a specialist within the classroom, finding ways to build trust among colleagues is key, Gonzalez said.

“Sometimes just talking less and listening more offers the other partner space to contribute, aiming for parity in the lesson, aiming for parity in the classroom, or in planning, and sharing the spotlight with one another,” she added.

Content and language integration

The ability to incorporate academic language lessons into a multitude of subjects is key for supporting multilingual learners and their peers.

For instance, in math class, teachers can think about typical sentence structures that the students use in a math lesson, such as the comparative forms of “less than” or “greater than.” Within the math lesson, teachers can explore these language forms and other nuances of academic language (such as using “than” rather than “then”) as part of the content area, Honigsfeld said.

Integrating content and language also means coming up with creative opportunities for class participation like a talking activity where students articulate the thinking that goes beyond solving a math problem.

And teachers must remember that “every student, even your highly gifted monolingual, English-speaking student will be an academic language learner,” Honigsfeld added. “It’s not an add on, it is not something that now we’re taking away time from all the other students. Instead, we’re supporting all students in their academic language development.”

Technology integration

Honigsfeld and Gonzalez advocate for teachers to use technology as a tool both for collaborating with fellow colleagues (such as sharing resources on Padlet), and for better engaging all students, and particularly English learners.

Multilingual learners, for instance, can benefit from watching prerecorded lectures they can pause and rewind and then dig deeper into with the teacher in class. This is something that can benefit their monolingual peers as well, Honigsfeld said.

Tools like Flipgrid can also allow students to record themselves, so they respond orally rather than in writing and practice that aspect of language acquisition.

Coaching and consultation

Recognizing that there are school districts that struggle to recruit and retain enough specialists to support their English learners and the heavy workloads teachers already have, coaching and consultation among educators in a school is helpful, Honigsfeld said.

This can look like teachers across class periods sharing materials and strategies to support multilingual learners since they each only get about 15 or 30 minutes to work directly with these students, she added.

It goes back to the importance of all educators thinking of themselves as the teachers of multilingual learners even when that student population isn’t as sizable in their school as other groups. And district and school administrators play their own role by giving teachers the time and resources needed to make all five of these strategies work, Honigsfeld said.

Fri, 07 Oct 2022 10:59:00 -0500 en text/html
Killexams : Can You Get Car Insurance With A Learner’s Permit?

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

New drivers with a learner’s permit should have car insurance while learning to drive, even though they are not yet fully licensed.

The good news is that teenage drivers with a permit may already be covered by a parent’s car insurance policy. If you are the parent of a freshly minted driver with a permit, adding them to your policy likely will not cost you anything. The rate increase will come later when the young driver gets their license.

Do You Need Auto Insurance With a Learner’s Permit?

Every driver on the road should have car insurance, including those driving with a learner’s permit.

Depending on the state, a teenager with a learner’s permit may not be legally required to have car insurance. But insurers typically require all drivers in your household to be listed on your insurance policy.

If someone with a learner’s permit is driving your car, it’s best to inform your insurance company. If you don’t inform your insurer and your teen gets in an accident, the insurance company could deny your claim.

When your child is ready to get their learner’s permit, call your insurance company to let them know. If, however, you do not want your teen on your policy, you should exclude the driver from coverage.

How Can You Get Insurance with a Permit?

Drivers with a permit can be added to a parent’s car insurance policy or they can buy their own.

Adding a permit holder to a parent policy

If your teen is a new driver who still lives at home, adding them to your car insurance policy is the easiest way to secure coverage.

Adding a driver with a permit to your existing policy likely won’t cost you anything until the driver gets their license. So, if your teen takes two years to learn how to drive with a permit, you can enjoy that time without an increase in your car insurance rate.

Related: Best cheap car insurance for teens

Buying your own car insurance policy

First-time drivers can buy their own car insurance policy, but this is usually more expensive than adding them to an existing parent’s policy.

Buying your own car insurance policy may be your only option if:

  • You are an adult driver with a permit
  • You are a teenage driver whose parents do not have car insurance
  • You are a young driver who does not share a permanent address with your parents
  • You are an emancipated minor
  • You’ve bought your own car

How Much Car Insurance Do Learner’s Permit Drivers Need?

Drivers who are learning with a permit will need to meet state minimum car insurance requirements, either through their parent’s policy or their own. Most states require a minimum amount of liability auto insurance, and some have additional requirements, such as personal injury protection coverage.

For instance, Florida requires drivers to have at least:

  • $10,000 in liability coverage for bodily injury damages for one person
  • $20,000 in bodily injury coverage per accident
  • $10,000 in liability coverage for property damage
  • $10,000 in personal injury protection coverage

If a new driver causes an accident, having only the state minimum amount of car insurance will likely not be enough. As a good rule of thumb, you should make sure to have enough liability insurance to cover what you could lose in a lawsuit after a car accident.

Related: How much car insurance do I need?

How Much Is Car Insurance for New Drivers with a Permit?

If you’re a parent, it likely won’t cost anything to add a new driver with a permit to your car insurance policy. But, once the driver becomes fully licensed, your car insurance premium will increase significantly.

Average rate increase to add a teen driver to a parent policy

How Can Parents Save on Car Insurance?

Parents adding a teen driver to their policy can save on car insurance by:

  • Shopping around. To find the best deal, take the time to compare auto insurance quotes from at least three or four different companies.
  • Signing up for a driver’s education program. Some insurers offer programs that help teen drivers and offer discounts for the teens who complete them.
  • Checking for discounts. Many insurers offer car insurance discounts that apply to teen drivers, such as good grade discounts and student away from home discounts.
  • Bundling your policies. You could save on premiums by buying auto insurance and homeowners insurance (or renter’s insurance) from the same insurer.
  • Driving safely. Insurance rates tend to go up after a speeding ticket or accident, so encourage safe driving habits for the whole family.

Best Car Insurance Companies 2022

With so many choices for car insurance companies, it can be hard to know where to start to find the right car insurance. We've evaluated insurers to find the best car insurance companies, so you don't have to.

Car Insurance for Permit Drivers FAQ

Does it make sense for a permit holder to buy their own car insurance?

No, it does not make sense for a permit holder to buy their own car insurance unless they have to.

Scenarios where a permit holder may be required to buy their own policy include if they don’t have a parent or guardian with auto insurance, they no longer live with a parent or they buy their own car.

Related: Tips for first-time car insurance buyers

When should a permit holder be added to a parent’s car insurance policy?

When your child gets their learner’s permit, you should notify your insurance company. As a driver using your car with your permission, they may be covered under your policy at no charge.

Once your child gets their driver’s license, you can add them to your car insurance policy as a listed operator. At that point, your insurance rate will increase.

Related: Best car insurance for teens

How much will a policy increase by adding a teen driver?

The average cost of adding a young driver—age 16 to 21—to a married couple’s car insurance policy is $1,951 a year, according to a Forbes Advisor analysis of rates from top 11 insurance companies across the nation.

With that in mind, those hoping to find the best cheap car insurance for teens should shop around and compare premiums with at least three or four different insurance companies.

Tue, 11 Oct 2022 01:52:00 -0500 Holly Johnson en-US text/html
Killexams : How MNPS Is Investing in Its English Learners, and How It Could Do Better

Maria Paula Zapata

According to Metro Nashville Public Schools’ open data portal, of Nashville’s roughly 82,600 students, 22,069 — about 27 percent — are active English learners or have transitioned out of the district’s English Learners program within the past four years. These students bring 129 languages to the district and represent 145 countries. The top five most-spoken non-English languages are Spanish, Arabic, Kurdish, Somali and Burmese. 

But multilingual students represent much more than numbers and data points. They and their families have a lot to offer to the district. Former English learners include MNPS student board member Abenezer Haile and former student board member Angelie Quimbo. Quimbo was also a co-valedictorian at Hillwood High School — one of the 18 2021-22 valedictorians and salutatorians who, at some point in their education, received services through MNPS’ Office of English Learners. MNPS’ executive director of English Learners Molly Hegwood tells the Scene that many students who exit the EL program outperform their peers whose primary language is English.

Audrey Sika Mvibudulu-Feruzi was an EL student who later became an EL teacher, though she’s since moved out of the district. “Initially, when I went to college, I just wanted to be a general teacher,” Mvibudulu-Feruzi tells the Scene via Zoom. “After two years and a half in, I just told myself, ‘No, let me work with the EL population, that’s where my heart is at, that’s where I came from.’ ” Drawing from needs she had as a student, Mvibudulu-Feruzi created an afterschool program that helped EL students take charge of their education. 

There are many roles within the district that support EL students, from immigrant youth transition specialists to EL teachers, parent outreach translators, student ambassadors and more. There’s also the more targeted Students With Interrupted Formal Education program for those who have large gaps in their education — typically refugees or asylees. The state requires a ratio of one EL teacher for every 35 students. MNPS has only 67 in-person interpreters to serve the thousands of students who are active or accurate English learners — along with their families — but the district also utilizes an over-the-phone interpretation service, which it was able to expand using federal COVID-19 relief money. Those dollars also provided more opportunities for teachers to get EL certifications, but whether those resources will continue at this level when those dollars run out remains to be seen.

As is the case throughout MNPS, EL students could certainly benefit from more staff support. Though the district was not able to provide exact vacancy numbers in time for the publication of this article, Hegwood tells the Scene: “I wouldn’t say our staffing is any better or worse than any of the other areas. It’s very similar in the sense of trends across the district.” Efat Welson is an MNPS interpreter and a translator for the special education department. She tells the Scene she’d still like to see the district hire more interpreters — a request she made directly to the board of education in April.

EL teachers who work with students are not interpreters, and they don’t necessarily speak the languages of the students they serve. “Teacher fluency in the students’ native language is not required for strong English language instruction, but it certainly is a plus,” says former school board member Gini Pupo-Walker, who directs equitable-education advocacy group Education Trust in Tennessee. “That said, hiring bilingual staff at all levels is important and should be a priority for districts.” 

Serving multilingual families means more than providing interpreters and classroom assistance. It takes a spectrum of wraparound services to truly support students — EL and otherwise — but those services aren’t always executed perfectly. While the district has interpretation services, for example, it can be difficult for some families to know how to access them.

“I think there’s a lot of information that’s available — I don’t think there’s enough information that’s accessible,” says Maria Paula Zapata, director of programs at community nonprofit Conexión Américas. “And that point of, ‘How does it become accessible?’ I think is a greater question that we would need to involve families to really get at, like what does that mean?”

Conexión Américas has a Parents as Partners program that allows Spanish-speaking parents to connect with one another and learn about the school district. Zapata describes the program as a “really beautiful peer-to-peer model, where it’s not just a staff member saying, ‘Here’s what you need to do.’ But it’s actual parents saying, ‘Hey, I’ve gone through this program as well. I’ve had children in the school system … and here’s some things that we think can be helpful.’ ”

While programs like these are often helpful, they don’t exist in all languages spoken in the district. 

MNPS leverages outside support through its Community Achieves initiative, which connects students and their families with services that can tend to a range of needs. There’s also a collaborative effort from local organizations, led by Nashville’s teachers’ union, the Metropolitan Nashville Education Association, to implement their own community schools model.

Zapata notes that details matter. Bilingual signage and friendly staff can be the difference between a positive experience with the district or a negative one. “The warmth of your front office? It is a really big indicator of whether families feel included in your school,” she says. 

Like many students, English learners could benefit from more support. This can mean donating resources, donating money to organizations that support them, tutoring kids and responding to schools’ specific needs. Also, as Mvibudulu-Feruzi points out, “Just take the time to learn where children are coming from. … I know that when I was younger, when I had an educator … who was interested in my culture or interested in where I came from, or even interested in me having a different accent than the Southern accent … that brightened my day. That made me feel safer at school. [It’s also important to make sure you’re not] looping everyone into one culture because we don’t all have one culture, and even within a culture, there are subcultures.”

“We need to start seeing EL students not for the additional supports that they may need, but how much potential they have to shape and contribute to our community — if we supply them all the things they need to be successful,” says Zapata. “If you want [a] multicultural, multilingual, diverse workforce … you need to invest in them now. Otherwise, we’re losing out on everything that we say we want for the future. And I think that that’s the most important [thing]. We’re not talking about poor little kids who don’t speak English now, we’re talking about the future of a multicultural workforce.”

Fri, 14 Oct 2022 05:52:00 -0500 en text/html
Killexams : Adobe-Figma Deal Is Like Instagram’s Buyout. Why That’s Trouble.

Regulators have come under fire in accurate years for allowing a decade of technology deals that helped turn major tech platforms into de facto monopolies. While the government has signaled a tougher stance under the Biden administration, so far the deals have continued. Amazon $8.5 billion purchase of film studio MGM closed earlier this year without government interference, suggesting that big tech companies still have permission to bulk up.

Now, Adobe’s $20 billion deal to buy start-up Figma is setting up to be a key test case: Regulators are getting another chance to prove their seriousness about protecting competition.

Fri, 07 Oct 2022 09:52:00 -0500 en-US text/html
Killexams : This private school is offering afternoon classes to introverts and goal-driven learners. Here’s how it will work

This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

Tue, 11 Oct 2022 19:56:00 -0500 en-US text/html
Killexams : New law allows nurse practitioners to perform abortions without supervision of a doctor

SB 1375 takes effect in January 2023.

SAN DIEGO — Nurse practitioners will soon be allowed to perform first trimester abortions in California without the supervision of a doctor.

SB 1375, authored by Senate President pro Tempore Toni Atkins, was recently signed by Governor Gavin Newsom. 

It takes effect in January 2023.

"This law will increase the number of providers in our communities and ensure more access to critical care across the board," said Senate President pro Tempore Atkins, during a news conference downtown Monday.

"Nurse practitioners are already seeing these clients. They already provide extensive healthcare under standardized procedures. They’re trained, they’re skilled and they’re ready to step up for their clients," she said.

SB 1375 was introduced in February 2022, right around the time when other states began introducing laws to limit abortions.

The Supreme Court overturned Roe v. Wade in June.

The California legislature passed the bill in August.

In late September, Governor Gavin Newsom signed it into law.

According to Atkins, California continues to see a big influx of patients from other states coming here to get abortions. 

She said SB 1375 will help expand access to abortion care, allowing qualified nurse practitioners and certified nurse-midwives to perform first trimester abortions without the supervision of a doctor.

The president of the California Association of Nurse Practitioners, Cynthia Jovanov, said there are about 30,000 nurse practitioners in the state. She said this law means about 20,000 of them could qualify to perform abortions.

"We have a huge physician shortage right now and really the nurse practitioners have stepped in and stepped up to provide access, especially to our underserved communities," said Jovanov. 

California is not the first state to enact a law like this. Nine other states already allow nurse practitioners to perform abortions without the supervision of a doctor.

WATCH RELATED: New California abortion laws set up clash with other states (September 2022)

Mon, 10 Oct 2022 07:36:00 -0500 en-US text/html
Killexams : Atiku not learner, fit for presidency – Ologbondiyan

The spokesperson for the Atiku-Okowa Presidential Campaign Council, Kola Ologbondiyan, on Wednesday, said unlike other presidential aspirants, the Peoples Democratic Party flagbarer, Atiku Abubakar, was not a learner on the job.

He said the anguish and pains Nigerians are experiencing under the All Progressives Congress government will seize when Atiku becomes Nigeria’s president on May 29, 2023.
Ologbondiyan gave the assurance during an interaction with some PDP youths in Abuja.

He pointed out that the PDP and Atiku were worried about the pains and sufferings the APC has inflicted on Nigerians in the last seven years.
He noted that the crowd that attended the party’s presidential campaign flag-off in Uyo, including other venues, was an indication of the approval of the Atiku/Okowa presidency in the build-up to the 2023 presidential election.
He said, “Among the arrays of presidential candidates, only Atiku Abubakar has the practicable plan on how to end the pains, the hunger, the starvation, the economic woes, the lower purchasing power and the sense of hopelessness which the APC administration has brought upon Nigerians.
“Atiku Abubakar has the experience of office, unlike the learners on parade, having been the Chairman of the National Economic Council. Nigerians can recall that those years, between 1999-2007, were the glorious years of our nation when we achieved unprecedented economic growth.
“In those years that Presidents elected on the platform of the PDP governed, life had meaning as our naira had value against foreign denominations; purchasing power was high; teachers had access to repayable loans and could build comfortable accommodation while those who desired to buy cars could afford them.”
He urged Nigerians not to vote for those who, within seven years, pulled the country from the “top to the bottom” among the comity of nations.

He urged Nigerians to continue to support the PDP and its candidates, adding that the party has solutions to the multitude of issues bedevilling the nation.

All rights reserved. This material, and other digital content on this website, may not be reproduced, published, broadcast, rewritten or redistributed in whole or in part without prior express written permission from PUNCH.

Contact: [email protected]

Wed, 12 Oct 2022 03:47:00 -0500 en-US text/html
Killexams : Are today’s learner drivers ready to swap to electric cars?

Obviously, the other major part of this equation is the learners themselves, so what do they think? Seventeen year old Ella Woolley recently passed her test and was full of praise for the EV experience. “I absolutely loved it. The opportunity to learn in an EV was great, and the only thing to get used to was the lack of noise. But what I also noticed was that learning in a larger car [the Peugeot e-2008] gave me added confidence, and I feel like I could drive anything now. For anyone thinking of learning in an automatic, I’d definitely recommend it.”

Incidentally, it’s difficult to establish the number of driving tests taken in an EV because the Driver & Vehicle Standards Agency bundles them in with automatic cars, but their figures do show that those are rising while the number of manual tests are falling. 

One last thing we’ve not yet touched on is cost. For learners it’s comparable to a conventional automatic car, so only slightly more expensive than a manual. For instructors, The AA says that a franchise costs from £219 per week, and although higher than for a petrol model (the equivalent Peugeot 208 is £169 per week) taking into account the fuel and recharging costs sees the electric car come out fractionally cheaper overall. 

As for the experience as a whole, the ringing endorsements from instructor and learner alike are clearly good news for the industry as we make the transition to an electrified future.  We’ve certainly come a long way from the noisy old Austin Metro that this writer passed his test in, but for those getting behind the wheel for the first time there certainly seems nothing to fear from going electric.    

For new and used buying guides, tips and expert advice, visit our Car Advice section, or sign up to the Telegraph Cars newsletter here and to join the Telegraph Motoring Club Facebook group click here

A-Z Car Finder

Sat, 08 Oct 2022 23:31:00 -0500 en-GB text/html
Killexams : Private Nursing Practitioners Pledge to Fight Quackery

Adibe Emenyonu in Benin-city

The Edo State chapter of the National Association of General Private Nursing Practitioners of Nigeria Nurses (AGPNPN) yesterday in Benin-city, Edo State, vowed to collaborate with other stakeholders in the health sector to fight quackery in the nursing profession.

The group also called for the establishment of a Health Bank like in some other sectors to ease accessibility to healthcare services by Nigerians.

The National President of the association, Balogun Ajiboye, made the call at the opening session of its 12th AGM/Annual Scientific Conference where he also cautioned its members from being part of those training people outside the conventional schools calling them auxiliary nurses.

He said: “Nursing is a profession, and for anybody to practice nursing in Nigeria, he or she must be trained in an institution approved by the Nursing and Midwifery Council of Nigeria (NMCN); he or she must also pass the prescribed examinations and be licenced by the council.

“Quackery in nursing has created a dent in the profession. Quackery activities have sent many Nigerians to their early graves, it is like a cancerous tissue in the body that needs to be cut off immediately I am, therefore, calling on all agencies involved in the eradication of quackery to double their efforts in stamping it out. There must be a collaboration with NMCN and directors of Nursing Services in all the states that are the supervisory authority, they are like governors of the Nursing and Midwifery Council, but I am afraid if they are doing their works as expected.

“The current statistics says that 70 percent of Nigerians access health facilities through the private sector, which means that less than 30 per cent access health through government facilities, and ironically, the government spends all their facilities on these 30 percent yet that is not a pass mark. In view of this, we appeal to governments at all levels to create access to finance for the private practitioners, and we solicit for the establishment of Bank of Health; we have Bank of Industry, and Bank of Agriculture, yet we say health is wealth, but why are they not giving health the priority it deserves?”

On her part, the state Director of Nursing Sciences, Mrs. Patricia Osazuwa, said the state government of Governor Godwin Obaseki is committed to stopping quackery in the nursing profession in the state, and advised members of the association to stop the training of auxiliary nurses using their facilities, a practice he said was encouraging others in the health sector to train unqualified nurses.

Also, the state Chairman of National Association of Nigeria Nurses and Midwives (NANNM), Mrs. Catherine Omonigho Eseine, said there was need for the state government to strengthen the laws that would help for proper prosecution of quacks and those involved in their training.

While declaring open the session, the Chairman of the occasion, Dr. Francis Eremutha, who was represented by the Head of Department, Nursing, Edo State College of Nursing Sciences, Charles Ogbeide, said the use of the ‘title’ auxiliary nurse is to promote quackery in the profession.

Fri, 14 Oct 2022 12:00:00 -0500 en-US text/html
Killexams : Engineering school empowers learners with critical skills suitable for the mining sector

The learners of Ekangala Engineering School of Specialisation are obtaining a range of critical skills suitable for the mining sector, thanks to a new curriculum. 

The new school of specialisation is the 21st to be launched by Gauteng Education MEC Panyaza Lesufi, and its curriculum focuses on skills needed in the mining sector.

It is located at Ekangala in Bronkhorstspruit, which is home to several mines, including Petra Diamonds in nearby Cullinan.

School principal Zanele Tjiana says the idea to change the name and curriculum of the former Ekangala Comprehensive High School to Ekangala Engineering School of Specialisation came from the Premier’s Office.

“I supported the idea and highlighted the fact that many people in our community are unemployed because many factories have shut down. The school now focuses on mining because Ekangala is surrounded by mines,” she says. 

The school now offers technical subjects and a dynamic curriculum that teaches welding, fitting and turning, automotive mechanical engineering, electrical engineering, excavation and mining skills.

According to MEC Lesufi, accurate statistics show that 85% of matric learners go to university after matric and become academics. Schools of specialisation will help create more artisans and technically skilled people.

“Learners in such schools will be able to either work immediately at industry-leading companies, or they will embark on entrepreneurship and start their own businesses,” he says.

The school has partnered with Petra Diamonds to arrange field trips for the learners to the mines so that they can explore career opportunities in the industry.

Petra is also sponsoring bursaries for learners from Grade 10 right through to tertiary level. Currently, three youngsters have bursaries to study at the University of Pretoria.

Two of them achieved 100% in mathematics and physical science. A Grade 10 learner is also benefitting from the partnership.

School fees are R800 per year and in exchange, learners receive a quality education.  According to the Department of Basic Education, if parents who, for whatever reason, cannot afford school fees and needs assistance to apply for exemption or lodge an appeal, they may request the school fees committee chairperson or any members of the School Fees Committee to assist him or her in making the application.

The School Fees Committee must respond in writing to the parents on the outcome of their application within 14 days of applying. The school achieved an 80% matric pass rate in 2021 and hopes to increase this to 90% this year.

There are currently 1 061 learners from Grade 8 to Grade 12. One learner, Sihle Sibanyoni (17), who is in Grade 11, enjoys electronics, technical mathematics and technical sciences subjects.

“I want to become an electrical engineer and ‘the next big thing’ in the mining industry,” she says.

To be admitted to the school, applicants who have passed Grade 7 must pass an aptitude test with an average of 60% in mathematics, English and natural science.

-This article was originally published in the GCIS Vuk'uzenzele.

Thu, 13 Oct 2022 19:01:00 -0500 en-ZA text/html
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